This paper explores the interrelationship of space, the elements and the embodied experiences of water-based physical activity. It draws upon alternative forms of research and representation to draw out the embodied nature of the experiences in exploring the practices of windsurfing amongst communities of windsurfers. It proposes that ethnography and autoethnography can provide for unique insights into the embodied experiences of the life-worlds of 'being' in nature. These inter-related methodologies provide particular insights into understanding when the body, grounded through its senses, makes sense of and interacts with its natural surroundings. It argues that autoethnography may provide methodologies for understanding and analysing connections between personal embodied nature-based experiences, culture and nature. This paper brings into play personal experience in windsurfing and autoethnographies of other naturebased sport to uncover connections between body, affects, emotions and the senses as the body engages with natural elements. It engages with expressions of spirituality, as alternative to 'flow', and the speculative notion of kinetic empathy to propose the concept of body pedagogics as analytically useful in exploring social and environmental action in local and global spaces.

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This article uses a Gramscian perspective to explore the subculture of snowboarding, suggesting that cultural power is both resisted and reproduced. It examines the impact of commercialization on a snowboarding subculture from a participant perspective, gained from semi-structured interviews with boarders and skiers at a resort in British Columbia, Canada. The paper discusses new ways that snowboarders differentiate themselves from wider sporting cultures, in addition to how they do not outrightly reject the ideologies of mainstream sport but instead attempt to involve themselves more in the snowboarding industry. Through linking themselves with traditionally nonsnowboarding institutions and creating alternatives to them, snowboarders become actively involved in the organization of snowboarding.

This paper draws upon research undertaken for the Outdoor Pedagogies project and explores the processes of teaching and learning at one outdoor residential education centre with children and staff from 'Oliver' Primary school. Data were collected through ethnographic research and include participant observation, interviews with teachers and centre staff and group interviews with pupils. Whilst the interviewed children reflected positively on the experience, we highlight the importance of the teachers' interaction with the children in providing for democratic, shared positive learning. We raise the issue of professional development for school teachers working with primary school children in outdoor, residential situations. Keywords: outdoor learning; outdoor education; residential experience; pupils' experiences; teaching; interaction IntroductionIn a recent special edition of Education 3-13, Rea and Waite (2009) brought together a number of papers from a variety of countries focusing upon socio-cultural perspectives on outdoor and experiential learning evidencing the significance of outdoor contexts for young children's learning. Whilst there is much commonality across outdoor learning as presented in the papers, Rea and Waite drew attention to the tendency for the English interpretation of outdoor teaching and learning to be, 'somewhat colonised by short term measurement agendas related to Government -defined standards ' (p. 2). Over the years, they argue, access to the outdoors for primary children in England has become reduced partly as a consequence of the rigid English curriculum, but also as a consequence of the British risk aversion society 1 . Outdoor experience in schooling in Scandinavian countries has long time been recognised as important and even central to the physical, emotional and intellectual development of children. It is well integrated into the educational system, which acknowledges the need for 'risky' play in children (Sandseter 2009). Furthermore, much literature concerned with well-being and primary children extols the virtue of the outdoors as a play and learning space (see Munoz 2009) with further recommendation that increasing the availability and accessibility to outdoor experiences for children may provide for the greater creativity and encourage life-long learning (Waite, Davies and Brown 2006). This paper argues that whilst the outdoors is purported to be significant and beneficial, yet an under-utilised context for learning for primary children in UK, it is important to examine and take account of diverse forms of teaching and control manifested in outdoor and residential situations. Methodological overviewThis paper is based on data collected during the pilot study for the Well-being and Outdoor Pedagogies Project. Participant observation and semi-structured interviews were used as part of the ethnographic study. A fieldwork diary was also kept and relevant 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 3...

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